Morales-Cadena GM, Fonseca-Chávez MG, Valente-Acosta B, Gómez- Sánchez E

Language: Spanish
References: 16
Page: 97-107
PDF size: 425.63 Kb.

ABSTRACT

Background: Currently teaching-learning strategies have changed to become more dynamic, interactive and learner-centered; however, it is recognized that the learning process will only succeed if it is accompanied by motivation and commitment of students.
Objetive: To determine how the variable motivation and teaching strategies behave in different degrees of medicine.
Material and Method: A quantitative, observational, analytical, cross-sectional study was done. Motivated Strategies Learning Questionnaire short version in Spanish (MSLQ-SF) was applied in November 2015 to medical students, internal undergraduate and postgraduate residents. Data were captured in an Excel 2001 version 14.5.1 and exported to IBM SPSS Statistics version 21. An exploratory analysis of data, descriptive and inferential statistics were conducted.
Results: 153 students, 14 medical students, 60 internal undergraduate and 79 postgraduate residents were included. The motivation variable has a downward trend, the highest level was occupied by students and residents, nonetheless, the only subscale for the variable motivation which had statistically significant results was anxiety, where the undergraduate group of inmates obtained the highest level. For the cognitive variable students obtained the highest score. Organization, self-regulation, management time and effort subscales had statistically significant differences where residents obtained the highest score.
Conclusion: Motivation varies during time and according to the academic degree; however, these changes were not statistically significant, which supports a multifactorial theory explaining the behavior of intrinsec motivation and is contrary to theories supporting as determinant factor the degree of maturity of subject.

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